Take a Break, Take Notes? The Relationship Between Pauses, Note-Taking, and Learning Performance in Instructional Videos

Abstract

Although pauses in instructional videos can enhance learning, previous studies have shown that learners barely use this function. However, these studies have not examined the role of note-taking in pause use. This study investigated whether note-taking is associated with pause use and whether pause use and note-taking are related to cognitive load and learning performance, measured by comprehension and recall. Participants watched a 10-min instructional video with the possibility to pause and take notes. Data (N = 74) were analyzed using mediation and exploratory methods, including subgroup discovery. Results suggested that pause use mediated the relationship between note-taking and comprehension. Exploratory analyses supported the relationship between pause use and note-taking, showing that learners with higher comprehension had greater pause use, whereas recall was associated with note-taking-related factors. Patterns related to gender and age were also observed. These findings are discussed in the context of multimedia learning and instructional video design.